Industrial case studies in graduate requirements engineering courses: The impact on student motivation

Daun, Marian; Salmon, Andrea; Tenbergen, Bastian; Weyer, Thorsten; Pohl, Klaus

doi:10.1109/cseet.2014.6816775

Cited by 24 publications

(25 citation statements)

References 13 publications

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“…To foster comparability to the results from the US course, we also report on the university setting and degree program characteristics. More detailed reports on the course design and impact on graduate and undergraduate settings can be found in [10] and in [11], respectively.…”

Section: Applying Industrial Case Examples In Re Courses At a German mentioning

confidence: 99%

“…The course design was first applied in a graduate RE course [10] at the University of Duisburg-Essen. The graduate course is offered for elective credit for students enrolled in Business Information Systems and Applied Computer Science graduate degree programs.…”

Section: Degree Program and University Settingmentioning

confidence: 99%

“…In this section, we briefly summarize our findings from applying the course design in graduate and undergraduate RE courses at the German institution, particularly emphasizing the differences between the courses. Experiences in the graduate course include the following (see [10] for a detailed discussion):…”

Section: Experiences In Germanymentioning

confidence: 99%

“…In previous work, we have reported on our experiences and results on student motivation and learning effectiveness from applying a course design centered around industrial case examples for undergraduate [11] and graduate [10] RE courses in Germany. The new course design was meant to combat theory-heavy instruction in favor of experiences relatable to industry.…”

Section: Introductionmentioning

confidence: 99%

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Industry Projects in Requirements Engineering Education: Application in a University Course in the US and Comparison with Germany

Tenbergen¹,

Daun²

2019

Proceedings of the Annual Hawaii International Conference on System Sciences

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Project-based learning has proven useful in software engineering education to increase student engagement and learning performance. In this paper, we contribute our experiences from applying industry projects in an undergraduate requirements engineering course in the United States. We furthermore discuss our experiences from courses conducted in Germany and the US course in light of difference in the educational systems. Results show that our course design is well received in both countries in terms of learning outcomes, student motivation, teamwork, attention to detail, and performance in the exam.

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Section: Applying Industrial Case Examples In Re Courses At a German mentioning

confidence: 99%

Section: Degree Program and University Settingmentioning

confidence: 99%

Section: Experiences In Germanymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Industry Projects in Requirements Engineering Education: Application in a University Course in the US and Comparison with Germany

Tenbergen¹,

Daun²

2019

Proceedings of the Annual Hawaii International Conference on System Sciences

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“…Mylopoulos defines conceptual modeling, as "the activity of formally describing some aspects of the physical and social world around us for purposes of understanding and communication" [7]. In order for students to apply conceptual modeling and train their proficiency, two prerequisites need to be fulfilled: a) conceptual modeling needs to be taught and testes comprehensively; and b) appropriate application cases need to be given [8] in order to keep students motivated. Smart Cities are an emerging field in research and development.…”

Section: Introductionmentioning

confidence: 99%

A Framework for Teaching Conceptual Modeling and Metamodeling Based on Bloom’s Revised Taxonomy of Educational Objectives

Bork

2019

Proceedings of the Annual Hawaii International Conference on System Sciences

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Conceptual modeling and metamodeling are vital parts in computer and information science study programs at tertiary institutions. Currently, teachers are struggling in ensuring that their teaching approach is comprehensive and in identifying application domains that motivate students, and show that the value of models exceeds pure representative means. This paper uses Bloom's revised taxonomy of educational objectives as a foundation to define a framework for comprehensive teaching of conceptual modeling and metamodeling. The introduced framework is used to evaluate the comprehensiveness of a Smart City teaching case which has been taught at the Next-generation Enterprise: Modeling in the Digital Age Summer School. The contribution of this paper is threefold: First, a generic framework for comprehensive teaching of conceptual modeling and metamodeling is proposed; Second, a Smart City teaching case is reported; Third, the evaluation of the teaching case leads to a discussion on how to improve teaching of conceptual modeling and metamodeling in the future.

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Common Threats and Mitigation Strategies in Requirements Engineering Experiments with Student Participants

Daun

Salmon

Bandyszak

et al. 2016

Requirements Engineering: Foundation for Software Quality

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Industrial case studies in graduate requirements engineering courses: The impact on student motivation

Cited by 24 publications

References 13 publications

Industry Projects in Requirements Engineering Education: Application in a University Course in the US and Comparison with Germany

Industry Projects in Requirements Engineering Education: Application in a University Course in the US and Comparison with Germany

A Framework for Teaching Conceptual Modeling and Metamodeling Based on Bloom’s Revised Taxonomy of Educational Objectives

Common Threats and Mitigation Strategies in Requirements Engineering Experiments with Student Participants

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